Learning Process

1. LEARNINGPerception
Expectancy
Working Storage
Semantic Coding
Long-term Storage
Gratifying
Generalizing
Retrieval

2. The Learning Process
Mental and Physical Processes
Expectancy
Informing the learner of the lesson objective
Demonstrate the expected performance
Indicate the kind of verbal question to be answered

3. Perception
Presenting stimuli with distinctive features
Emphasize the features of the subject to be perceived
Use of formatting and figures in text to emphasize
Working Storage
Limiting the amount to be learned
Arrange lengthier material in chunks
Provide a visual image of material to be learned
Provide practice and over learning to aid the
attainment of automaticity

4. Semantic Coding
Providing learning guidance
Provide verbal cues to the proper combining sequence
Provide verbal links to a larger meaningful context
Use diagrams and models to show relationships among
concepts
Long-term Storage
 Elaborating the amount to be learned
Vary the context and setting for presentation and recall of
material
Relate newly learned material to previously learned
information
Provide a variety of contexts and situations during practice

5. Retrieval
Providing cues that are used in recall
Suggest cues that elicit the recall of material
Use familiar sounds or rhymes as cues
Generalizing
Enhancing retention and learning transfer
Design the learning situation to share elements with
the situation to which learning applies
Provide verbal links to additional complexes of
information

6. • Gratifying
– Providing feedback about performance
correctness
• Provide feedback on degree of accuracy and timing of
performance
• Confirm whether original expectancies were met

7. Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Doing/Having an
Experience
Concluding/Learning
from the experience
Learning Cycle

8. Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation Learning Cycle
Good at:
•Generating Ideas
•Seeing a Situation
from Multiple
Perspectives
•Being aware of
meaning and valueDiverger
Good at:
•Inductive Reasoning
•Creating Theoretical
Models
•Combining disparate
observations
Assimilator
Converger
Good at:
•Decisiveness
•Practical Application of
Ideas
•Hypothetical Deductive
Reasoning
Good at:
•Implementing Decisions
•Carrying out Plans
•Getting Involved in New
Experiences

11. • Develop a diverse multifunctional team that can compete in a
challenging environment to produce outcomes that will
enhance results
• Use conflict management skills when faced with a conflict
• Smile at all customers, even when exhausted, unless the
customer is irate
• Reduce product defects from 10%-7%
• List all of the nodes of a DC-3 multi-switch correctly, without
using a reference manual
• Use the software 100% accurately, given access to the quick
reference guide
Examples of Learning Objectives

12. Examples of
Questions that
Encourage
Self-Regulation
•Am I concentrating on the
training material?
•Do I understand the key points?
•Am I setting goals to help me
remember the material after I
finish the course?
•Are the study tactics I have been
using effective for learning the
training
material?
•Would I do better on the
test if I studied more?
•Have I spent enough time
reviewing to remember the
information after I finish the
course?